Traumatic Stress

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Death in the Family/Friend (Caitlyn)

Abuse/neglect

Moving

Incarcerated Parent (Nichelle)

Disaster

Childhood traumas from abuse

Depression (Caitlyn)

Poverty

Adverse Childhood Experiences (ACEs) (Mel)

Divorce (Nichelle)

Refugee status (Julia)

An unwell parent/guardian (Julia)

The student is forced to move from a war zone into a new country. The student retains traumatic stress from living in a country of conflict and moving into a new country with a new culture and language. Teachers should be open to listen if students feel the need to share. Be patient if the student needs time to process their move and the new culture. Find out if a certain situation might trigger stress in the student. (Julia)

Ethnicity

Sudden International Move (Caitlyn)

Earthquake (Rinoa)

Flooding (Julia)

Students' homes may be damaged. Students may have to temporarily live in temporary housing and their belongings damaged. Some may not have access to clean water or electricity for some time, so teachers should actively be aware of what's happening in the community and share any resources. If the student feels the need to talk about their situation, teachers should listen and be mindful if students need extra time for assignments and activities. (Julia)

The student may be acting as a caretaker for their parent/guardian, so teachers should be mindful if students need extra time or help on assignments and activities. If students are willing to share, teachers should listen and be respectful of their situation. (Julia)

Physical Disability

Serious Injury (Julia)

Depression can greatly affect how students act and function in class. They can start to show a lack of interest in things they once loved to do, they might show signs of low self esteem, display low energy, shutting themselves off to their peers, and overall just not feeling like they are good enough. Suggestion: As teachers, if we notice these things we can try and create a safe and fun learning environment. We can encourage the student to stay active and do some movement actions through the lesson as well as encourage healthy outlets for them to express what may be causing them to feel depression or stress. Let them know and understand that you are available to talk and listen to them. (Caitlyn)

Moving and starting in a new school can be very difficult especially when moving internationally. Culture shock can hit hard and for students it can be a lot to take in. They may feel left out and homesick, they may experience bullying from others and not feel comfortable to contribute to the lesson. There could also be a language barrier for them that makes it even harder for the student to join in. Suggestion:The key to overcoming culture shock is to give students the tools to adapt to their new life and to help them retain their appreciation of their native culture and family traditions. Teach students about culture shock. Knowing what to expect can give students a sense of recognition and control. (Caitlyn)

Assisting International Students with managing stress:: https://www.ukcisa.org.uk/Information--Advice/Studying--living-in-the-UK/Mental-health-support-in-the-UK (Caitlyn)

Recognizing depression and how to help:

[Violet] Students suffering from abuse can show this in multiple different ways in the classroom. Generally, they have problems creating bonds with teachers and their peers, can be hyper vigilant, have poor self-regulation and also may not be able to focus on lesson content. As Teachers, we should provide these children with a safe space and help then develop missing skills. Suggestions: Teachers should assist children in 'acknowledging and naming' their emotions, and coach them slowly in how to express this in a safe way that can help them make meaningful bonds with others. Take 1-1 time where possible with this student to listen to this student and let them know you are a safe adult. Focus on positive praise rather than negative also, and give warmth and kindness whilst doing so. Teachers should be patient, and be respectful of any missed assignments or missing work. Further reading from source https://childmind.org/article/how-trauma-affects-kids-school/

[Violet] "Children growing up in poorer families emerge from school with substantially lower levels of educational attainment." Evidence has shown that children from less advantageous environments at home have lower cognitive development in childhood and therefore poorer academtic attainment. They are more likely to display behavioural problems and have a lower sense of self-esteem and beliefs in their own ability. Teachers/schools should help students believe that their efforts can lead to positive outcomes, and therefore their aspirations. Suggestions: Teachers can offer 1-1 support when students begin to fall behind on work. Create a positive environment by displaying student work and using lots of positive praise in the classroom. Teachers can also take the time to create a stronger sense of self-worth and confidence in students - have meditation or affirmations in the day. Try to have extra materials or books ready for students that cannot afford it https://www.jrf.org.uk/report/poorer-children%E2%80%99s-educational-attainment-how-important-are-attitudes-and-behaviour

[Violet] https://www.jrf.org.uk/report/poorer-children%E2%80%99s-educational-attainment-how-important-are-attitudes-and-behaviour

[Violet] Students of neglect may show physical and psychological symptoms in the classroom, and can often be multifaceted. A list of signs includes, but is not limited to: Act out, be destructive or aggressive, dislike physical contact or be fearful of adults, speech or emotional disorders, unable to stay awake in class or missing school, poor hygiene and/or inappropriate clothing for age, weather or size.
Suggestions: Teachers can provide a constant and stable environment in the classroom, that has consistency. Keep routines in class clear and give the student some responsibilities to feel as if they have control in their learning environment. Having structured projects in class can help them learn to engage cooperatively with others in a safe way. Take time in the classroom to teach conflict resolution, healthy coping mechanisms for emotions and check in with how they’re feeling, which will help them form healthy bonds with others and how to express feelings in a safe way. Further reading from source https://www.childwelfare.gov/pubpdfs/educator.pdf

[Violet]

(Caitlyn) Capture

The student is involved in an accident where they sustain a serious injury (i.e. broken bone). Teachers need to be aware of what kind of injury and actively provide assistance where students need it. For example, if the student needs an adjustment to their chair, we should provide the space and adjustments they need. Teachers also need to be respectful in terms of assignments and activities in case students need
rehabilitation. (Julia)

Even if a divorce is amicable, it can still be difficult and confusing for children. Their homes and home lives are drastically changing and children can experience feelings of fear, uncertainty, anger, disappointment, as well as feelings of guilt or self-blame over their parents' divorce. Children's reaction to and copping with divorce can widely differ, even between children in the same family. Some signs that a child is struggling to cope are: poor or declining grades in school, behavioral problems - "acting out" to gain attention, unwillingness to cooperate with everyday activities, new or increased irrational fears, loss of interest in things they once enjoyed, low self-esteem and withdrawal, mood swings, and regressing to younger behaviors.
Suggestions: Create and maintain an atmosphere of openness and respect for non-traditional families and emphasize that there are many different types o f families. This is best established in the beginning of the year. Remember divorce is not a single event, but an ongoing part of a child's life. Provide consistency and structure, things are changing and uncertain at home, so keep school and their classroom a place of stability and routine. If there is a change in the routine or schedule, inform the child ahead of time. Be a safe, listening ear. Listen to their feelings and give assurance that what they are feeling is valid, but that they are in no way responsible for their parents' divorce or problems. Offer affirmation and acknowledge their efforts. Let them know that they are valued. [Nichelle]

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When experiencing the death of a friend or family member it can be difficult to express grief, especially for students. Staying informed and having good communication with the student's family will help to understand why the student may be acting differently than normal. They may even act out by misbehaving or even shut down and draw themselves. Suggestion:Creating a space for those students to feel like it is OK to feel sad can help. Working with them to draw their feelings or even create a list about what makes them feel better can help them sort through their emotions. You can also encourage the student to talk with a guidance counselor to work through that grief. (Caitlyn)

Reasources to help with student grief:

Bullying (Julia)

Without blaming others in the class, the teacher should first establish a safe space in the classroom. In order to do this, teachers can create classroom contracts and anti-bullying programs. Teachers should also quickly and efficiently intervene in bullying and conflicts. Teaching and modeling respect and empathy can also be a good way to maintain a bully-free environment. (Julia)

When a child has a parent who is incarcerated they can experience a lot of stress and trauma related to it. The child could have witnessed their parent being arrested, even if the parent did something illegal it is hard to watch someone you love be taken away. Children may face negative stereotypes and stigmas because of having an incarcerated parent. They may be experiencing fear, guilt, or shame about having a parent incarcerated, or worry that if people know their parent is incarcerated, people will judge them and their parent. Some guardians choose to not tell the child that their parent is incarcerated and instead tell them that their parent is sick, away for work or school, or serving in the military. Children suffering from the stress and trauma of having an incarcerated parent can struggle to think and concentrate, have low impulse control and self-image, suffer from anxiety and depression, exhibit aggressive behaviors, and struggle to interact and socialize with their peers. Suggestions: Be sensitive to certain trigger issues, such as crime, criminals or the police. Be careful about making statements about parental involvement. Work with the child's other parent or guardian, to share relevant information concerning successes and struggles, as well as emotional and behavioral concerns. Provide opportunities for children to express feelings openly and freely through art, writing, or any other forms of free expression. Collaborate with school-based mental health professionals (school psychologists, counselors, or social workers) who understand the developmentally-sensitive implications of parental incarceration and family stress on children's well-being. For further reading https://youth.gov/youth-topics/children-of-incarcerated-parents/federal-tools-resources/tip-sheet-teachers#:~:text=Teachers%20can%20collaborate%20with%20the,emotional%20and%20behavioral%20concerns%3B%20and (Nichelle)

Military Life (Nichelle)

Military life can be full of stress for children. Multiple deployments, frequent moves, and having a parent injured or die is a reality for many military children. While most military children are good at adapting, they can still struggle and need extra support. One study shows that children with a deployed parent are at a higher risk for psychosocial issues, depression, acting out, and externalizing behaviors ((Sogomonyan and Cooper).
Suggestions: Make routines obvious and expectations clear. Military kids have attented many schools, all of which have been run differently. Provide age-appropriate visual schedules to help military children navigate through their day at school as a whole, as well as in your classroom. Be aware that because of multiple moves a military child can be ahead or behind academically. Be patient, flexible, and offer some resources to help them catch up, if they are behind. If they are ahead, let them shine by inviting them to share what they know and help other classmates who might be struggling. Let military children know that they are seen and that they belong. Acknowledge that its normal to feel sad, angry or hurt when a loved one is away and give them ways to express these negative emotions in healthy ways.
Sogomonyan, Fianna, and Janice L. Cooper. “Trauma Faced by Children of Military Families: What Every Policymaker Should Know.” NCCP: National Center for Children in Poverty, May 2010, www.nccp.org/publication/trauma-faced-by-children-of-military-families/. (Nichelle)

Resources for Military Families

Earthquakes can be powerful experiences and while many people in even in earthquake prone areas may only ever experience one strong enough to have much impact beyond a few glasses break in their lives, the fact that earthquakes can some suddenly, with little warning means consideration is important. In areas with a history of large quakes, it might be safe to assume that small earthquakes can reignite those memories. Earthquakes had differing impact based on economic situation, as older buildings tend to fair worse. Suggestion: in the event of triggering quakes within areas that may have experienced large quakes in living memory, there should be some flexibility with the demands of the students, and a combination of lightening the load of the school day while still adhereing to any established routine to ensure that students feel safe. Ensure there are changes for children to opt into talking about it with adults, but that students who are not ready for that do not feel forced to (https://www.scientificamerican.com/article/survivors-of-deadly-earthquakes-must-deal-with-lasting-trauma/, https://www.cdc.gov/childrenindisasters/school-return-after.html)

Although a student's ethnicity does not cause traumatic stress, the ways in which people are treated due to those differences can cause stress. For example, during 2020-2022 there was a rise in protest due to the treatment of Black Americans in the United States. Some children are not able to verbalize how seeing those deaths on television or seeing those protest in their neighborhoods made them feel. Race and Ethnicity are also sometimes determining factors for whether or not a child has access to treatment or counseling for traumatic stress (Mel).

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ACEs: Physical Abuse, Emotional Abuse, Sexual Abuse, Physical Neglect, Emotional Neglect, Parental Mental Illness, Substance Dependence, Incarcaration, Parental Seperation, Divorce, and Domestic Violence (Harris, 2015).

Harris, Nadine Burke. February 18, 2015. How Childhood Trauma Affects Health Across a Lifetime. TED. (www.youtube.com/watch?v=95ovIJ3dsNk)

As Teachers we can create safe spaces in our classrooms or address certain World Issues with the students during special lessons. No child is too young to learn about inequalities, because age won't save them from the traumas caused by racism or xenophobia.

“Following their parents’ separation, children may regress, display anxiety and depressive symptoms, appear more irritable, demanding and noncompliant, and experience problems in social relationships and school performance” (Lee and Bax, 2000). The best way we can help this type of student is to involve the parents or guardians of the child in oepn communication with the students teachers. As well as encourage therapy or counseling for the child and parents. Feelings of neglect turn into much more unhealthy things as children grow into adults. (Mel)

Lee, Catherine M. and Bax, Karen A. 2000. Children’s Reactions to Parental Separation and Divorce. National Library of Medicine. National Center for Biotechnological Information. PubMed Central. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2817796/#:~:text=Following%20their%20parents%27%20separation%2C%20children,and%20school%20performance%20(5).